Conflicting Landscapes: American Schooling and Alaska Natives

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Overview

This comprehensive illustrated volume presents a wide-ranging picture of the schooling of Alaska Native children from past to present. It explores the histories of changing philosophies of schooling and their effect on generations of Alaska Native students, details the situation—financial, social, and educational—of the many rural schools serving this population, and offers cogent, straightforward proposals for improving the intellectual, emotional, and spiritual health of present and future generations of Alaska Natives.

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More About This Book

Overview

This comprehensive illustrated volume presents a wide-ranging picture of the schooling of Alaska Native children from past to present. It explores the histories of changing philosophies of schooling and their effect on generations of Alaska Native students, details the situation—financial, social, and educational—of the many rural schools serving this population, and offers cogent, straightforward proposals for improving the intellectual, emotional, and spiritual health of present and future generations of Alaska Natives.

Product Details

  • ISBN-13: 9781578333967
  • Publisher: Kuskokwim Corp
  • Publication date: 1/1/2008
  • Pages: 264
  • Sales rank: 1,137,067
  • Product dimensions: 5.90 (w) x 8.90 (h) x 0.70 (d)

Meet the Author

Clifton Bates has been involved in Alaska Native education for more than thirty years as a teacher, school district administrator, and university professor. Michael J. Oleksa has taught Alaska Native history and cross-cultural communications at Alaska Pacific University and all three main campuses of the University of Alaska system. He is the author of several books, including Another Culture/Another World.

Table of Contents

Acknowledgements Dedications & Special Thanks About the Authors Table of Contents From the Publisher (The Kuskokwim Corporation)
Preface

Section I: As It Is and Has Been
Part One: A Personalized View of Native Schooling: The Historical, Social, and Cultural Context

      Michael J. Oleksa

Part Two: A Description of the Seedbed

      Clifton Bates

Section II: As It Could Be
A Different View of Culturally Responsive Schools: Considerations for Policy Makers, School Board Members, Educators, Parents and Other Interested Folk

      Clifton Bates

Examples of Training Curricula
      Michael J. Oleksa

In Conclusion Appendices References

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  • Posted January 28, 2009

    Conflicting Landscapes offers a different perspective

    I am an educator (teacher and administrator) with twenty-five years experience in rural Alaska education. I have read Conflicting Landscapes and agree with Babette Herrmann's review in Indian Country Today (http://www.indiancountrytoday.com/living/reviews/38477414.html) that the authors¿ narrative approach is both engaging and effective - more so than hard statistics alone can portray, because the stories they tell put a human face on all the depressing numbers about dropouts, substance abuse, suicide, and so on. Impersonal numbers are readily forgotten, but disconcerting and tragic stories of real people paint a picture that¿s not so easy to erase. As the authors take pains to point out, there¿s a lot more to be understood about school-based education in different historical-cultural situations than is usually imagined, and certainly more than is provided for by the wholesale imposition of another culture¿s educational system. Hopefully, Ms. Herrmann¿s review will stir up more interest in this topic, and hopefully Alaska Commissioner of Education LeDoux, as well as his counterparts throughout Indian Country, will bring new scrutiny to the assessment of the effectiveness of our educational system for Native children. One thing mentioned in the review, which should be emphasized, is that the authors make a number of constructive recommendations. Conflicting Landscapes looks like both a great introduction for teachers thinking about or presently teaching in Native communities and a sourcebook of ideas for experienced teachers, administrators and school boards. Unfortunately, school systems are for the most part notoriously resistant to anything other than incremental change, while what is actually needed is, as with the current economy, a systemic and comprehensive overhaul.

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